knoxschools.org/kcsathome

Fifth Grade Math

5thGradeMathWeek3

5.NBT.B.5Fluentlymultiplymulti-digitwholenumbers(uptothree-digitbyfour-digitfactors)usingappropriatestrategiesandalgorithms.Toddcandrive235milesononetankofgas.Howmanymilescanhedriveon14tanks?

Whatistheproductof3,614x272?

Anofficesupplycompanyships3,143packsofpapertoeachof198schools.Howmanypacksofpaperdidtheyshipinall?

knoxschools.org/kcsathome

Fifth Grade Social Studies

5th Grade Topic: Chapters 17, 18, 19 Cumberland Gap and Wilderness

Road, the Watauga and Cumberland Settlements 5.29, 5.30, 5.31

Goal: Create a collage to represent one of the important people involved in the settlements west of the Appalachian Mountains.

King George III passed the Proclamation of 1763 which set aside the land west of the Appalachian Mountains for the American Indians. It also prohibited colonists from settling there.

However, in 1775, Daniel Boone and his party carved the Wilderness Road which became the lifeline to the West.

*There will be a short video lesson of a Knox County teacher to accompany this task available on the KCS YouTube Channel and KCS TV.

Despite the Proclamation of 1763, many settlements began to develop – including the Watauga Settlement and the Cumberland Settlements. Many people became important parts of the development of the area west of the Appalachian Mountains.

•Some of the first settlers in the Watauga Valley were Captain John Bean and JamesRobertson •1769 – John Bean started first settlement•Developed their own government – formed the Watauga Association and formed lawsunder the Watauga Compact •Within a few years, conflict grew with the Cherokee leaders - specifically DraggingCanoe, a Cherokee war chief. •In 1775, the American Revolution began and the British formed an alliance withDragging Canoe and gave weapons to the Cherokee in the hopes of causing problems for the white settlers. •In July 1776, the Cherokee planned an attack on the settlement.•Nancy Ward knew of the plan and the settlers were warned.•The Cherokee attacked but were unsuccessful in defeating the settlers.•John Sevier was one of the men leading the settlers at Watauga.

The following were especially important:

Your Task: Choose one of these important people. Create a collage which depicts their perspective of the settlements across the Appalachian Mountains. •Think about your art lessons – what is a collage? It is literally a piece of art that you create by sticking various different materials such as photographs and pieces of paper or fabric on to a backing •So, find a backing – cardboard scrap, cereal box, construction paper, paper •Next, you’ll need something like pictures. You can draw something, find pictures in old magazines, etc. •Put it all together – do you want it in the shape of something? You can do that!! •Brainstorm some ideas of what you would include for the person you chose. (example – Nancy Ward was a powerful warrior who wanted peace. What could you use to represent her?) •Be creative ____________________________________________________________ Extension: Watch the video on the Cumberland Gap from the National Park Service. CUMBERLAND GAP NATIONAL HISTORICAL PARK https://www.nps.gov/media/video/view.htm?id=CA5EB109-1DD8-B71B-0B2FDE552C45EEEF As you watch, imagine you are one the settlers who first crossed the Cumberland Gap into territory forbidden by the Proclamation of 1763. Write a journal entry describing the difficulties and triumphs you experienced.

knoxschools.org/kcsathome

Fifth Grade ELA

Grade 5_ELA_Week 3 There will be a short video lesson of a Knox County 5th Grade Teacher to accompany

this text available on the KCS YouTube Channel and KCS TV. Tennessee’s English Language Arts (ELA) standards ask students to read, talk, and write about a variety of texts. In this activity packet, your child will have the chance to do just that as they work to solve a mystery. First, your child will encounter a letter introducing them to the idea of becoming a “Super Sleuthhound.” You can discuss the picture clues – a camera, keys, flashlight, compass. Think about how these things might be tools for a detective or sleuth. In this week’s text, your child will be looking for specific clues about: TOPIC: Adapting ESSENTIAL QUESTION: How do people overcome obstacles? Remind your child that people adapt in a variety of ways. If your child read last week’s text, ask them how the person in the text adapted to a difficult situation. Tell them as they read this week, they’ll be looking for clues to explain how people overcome obstacles. You may choose to take turns reading the text with your child, read the text at the same time, or have your child read independently. At the end of the text, there is a “Be a Sleuth” section containing questions to discuss and write about the text.

● Ask Questions – Suppose you have the opportunity to interview someone who has a monkey helper. List three questions that you would ask the person about his or her experience. (Make sure your questions cannot be answered with a simple yes or no.)

● Gather Evidence – List at least four text details that explain why monkey helpers are so good at their jobs.

● Make Your Case – Do you think capuchin monkeys make better service animals than dogs? Why or why not? Cite three reasons to support your opinion/argument. This question is a written task. Your child should be able to write a paragraph stating their opinion, supply reasons or evidence to support their opinion, and provide a conclusion or closing statement. They can also create an illustration of their writing.

EXTENSION IDEAS: Research: Find out more information about capuchin monkeys, service dogs, or other service animals. You may be surprised what you find out!

● Do a presentation for your family. You could even do it on Google Slides. ● Write a bulleted list, a paragraph, or even an essay. ● Create a poster. Draw the animals you researched and how they help people.

Morphology: ● Quadriplegic has the root “quad” which means four. Can you think of additional words that contain that

root? Ask an adult if they can think of any. Find more “quad” words. How do the meanings of these words relatetofour?

Experiment:

● Tape down your thumb and try to perform simple household tasks (zipping your jacket, buttoning your shirt, opening a package, etc.).

Grade 5_ELA_Week 3

Grade 5_ELA_Week 3

knoxschools.org/kcsathome

Fifth Grade Science

5th grade Science Week 3 – Share what you learned by tweeting @KCSScience.

5th Grade Science: Week 3 April 20 Design Your Own Bird

Directions: This is a follow up activity from week 2 lesson on adaptations. 1. Using the charts below about bird structures, think about a bird you would like to design. 2. Then look at the Environment Scenarios at the bottom of the page. Choose a scenario and

design a bird that would be able to survive in that scenario. When you decide what environment, you will need to think about the each of the structures of the bird and the function of the bird’s structures.

3. Design your bird using objects around the house or if you can’t find objects draw a picture of the bird you are designing and label to functions of each of the bird’s parts (structures) and how it can survive in the environment you choose.

Pick an Environment Scenario and design a bird that would thrive in its habitat. Tell why.

Environment Scenarios: Create a bird that thrives and survives. Environment 1 Environment 2 Environment 3 Environment 4 Environment 5 • Lives in wide

open spaces or mountainous regions

• Carnivore; hunts small or medium size mammals

• Perches to observe and search for prey

• Lives in wetland area

• Omnivores; eats vegetation

• Can traverse through land or water

• Can adapt to living on farms

• Lives in a variety of different habitats but most live in forest

• Insectivore, eats mainly insects

• Nest in treetops • Can adapt to live

in urban areas

• Lives on edge of swamps, streams or leafy bogs.

• Omnivore- prefers insects, also eats seeds, berries

• Can live in dry areas, such as farms, orchards, gardens.

• Lives in salt-water environments

• Can live in marshes, ponds or lakes.

• Carnivores; diet small fish, frog, snakes, insects

• Wading bird, silent striker